Sarah E. Battersby

Geospatial Concept Understanding and Recognition in G6–College Students: A Preliminary Argument for Minimal GIS

Abstract As geographic information systems (GIS) are increasingly implemented in K–12 classrooms, the risk becomes one of teaching “buttonlogy” or simply how to point and click to complete certain functions. Through the development of a geospatial concept lexicon and corresponding geospatial task ontology along with simple concept-based tasks completed by students in different grade levels, this research has illuminated grade-related differences in geospatial concept recognition and understanding. In these experiments, simple paper and pencil tasks were given to 6th grade, high school, and undergraduate students to provide insight into different levels of concept understanding, specifically in terms of grade-related abilities to comprehend descriptions of spatial relationships. Results indicate significant differences in geospatial concept recognition, understanding, and use among the grade-based participants tested during the course of the project. These results can be used to inform the development of a “Minimal GIS” in which a pedagogic goal of grade-appropriate concept understanding becomes the driving force behind the GIS, suggesting the structure of an effective support system for spatial thinking.

Incidental Learning of Geospatial Concepts across Grade Levels: Map Overlay.

Abstract In this paper, we evaluate map overlay, a concept central to geospatial thinking, to determine how it is naively and technically understood, as well as to identify when it is learned innately. The evaluation is supported by results from studies at three grade levels to show the progression of incidentally learned geospatial knowledge as students mature and develop more complex thinking strategies. Our findings have been useful for understanding when and how geospatial concepts are learned innately. The results of the studies will be discussed in terms of creation of a hierarchy of concepts and use of a “minimal” GIS for geospatial education.

A Conceptual Framework for Facilitating Geospatial Thinking

In this article we investigate whether a geospatial task-based framework can be conceptualized and developed to assist in structuring (in a grade-related context) a conceptual framework that could help build a vocabulary and scope and sequence structure for the geospatial thinking that makes the world and its activities legible to us. Our argument is presented in conceptual terms, but we offer preliminary evidence, based on work with local third-grade and sixth-grade students, that a hierarchy of concepts can be developed based on complexity, and we give results from pilot experiments to illustrate the feasibility of the hypothetical framework. The pilot studies show a clear differentiation of vocabulary and concept use between the two sampled grades and provide some substantiation of the potential use of the conceptual framework.

Does the availability of snack foods in supermarkets vary internationally

BackgroundCross-country differences in dietary behaviours and obesity rates have been previously reported. Consumption of energy-dense snack foods and soft drinks are implicated as contributing to weight gain, however little is known about how the availability of these items within supermarkets varies internationally. This study assessed variations in the display of snack foods and soft drinks within a sample of supermarkets across eight countries.MethodsWithin-store audits were used to evaluate and compare the availability of potato chips (crisps), chocolate, confectionery and soft drinks. Displays measured included shelf length and the proportion of checkouts and end-of-aisle displays containing these products. Audits were conducted in a convenience sample of 170 supermarkets across eight developed nations (Australia, Canada, Denmark, Netherlands, New Zealand, Sweden, United Kingdom (UK), and United States of America (US)).ResultsThe mean total aisle length of snack foods (adjusted for store size) was greatest in supermarkets from the UK (56.4 m) and lowest in New Zealand (21.7 m). When assessed by individual item, the greatest aisle length devoted to chips, chocolate and confectionery was found in UK supermarkets while the greatest aisle length dedicated to soft drinks was in Australian supermarkets. Only stores from the Netherlands (41%) had less than 70% of checkouts featuring displays of snack foods or soft drinks.ConclusionWhilst between-country variations were observed, overall results indicate high levels of snack food and soft drinks displays within supermarkets across the eight countries. Exposure to snack foods is largely unavoidable within supermarkets, increasing the likelihood of purchases and particularly those made impulsively.

A Research Agenda for Geospatial Technologies and Learning

Abstract Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches. A proposed agenda is designed to frame the next generation of research in this field, organized around four foci: (1) connections between GST and geospatial thinking; (2) learning GST; (3) curriculum and student learning through GST; and (4) educators’ professional development with GST. Recommendations for advancing this agenda are included.

Implications of Web Mercator and Its Use in Online Mapping

Online interactive maps have become a popular means of communicating with spatial data. In most online mapping systems, Web Mercator has become the dominant projection. While the Mercator projection has a long history of discussion about its inappropriateness for general-purpose mapping, particularly at the global scale, and seems to have been virtually phased out for general-purpose global-scale print maps, it has seen a resurgence in popularity in Web Mercator form. This article theorizes on how Web Mercator came to be widely used for online maps and what this might mean in terms of data display, technical aspects of map generation and distribution, design, and cognition of spatial patterns. The authors emphasize details of where the projection excels and where it does not, as well as some of its advantages and disadvantages for cartographic communication, and conclude with some research directions that may help to develop better solutions to the problem of projections for general-purpose, multi-scale Web mapping. Les cartes interactives en ligne sont devenues un moyen populaire de communiquer au moyen de données spatiales. Dans la plupart des systèmes de cartographie en ligne, la projection de Mercator sur le Web est devenue la projection dominante. La projection de Mercator soulève depuis longtemps des discussions sur son caractère inapproprié en cartographie générale, particulièrement à l’échelle de la planète, et elle semble avoir à peu près disparu des cartes imprimées à l’échelle mondiale d’usage général, mais on a constaté un regain de popularité de la projection de Mercator sur le Web. Cet article présente une théorie sur la façon dont la projection de Mercator sur le Web s’est généralisée pour les cartes en ligne et sur ce que cela pourrait signifier pour l’affichage des données, les aspects techniques de la production et de la distribution de cartes, la conception et la cognition des tendances spatiales. Les auteurs mettent en évidence des détails sur les aspects où la projection excelle et sur ceux où elle n’excelle pas, ainsi que certains de ses avantages et inconvénients pour la communication cartographique. Ils concluent par des pistes de recherche qui peuvent aider à trouver une meilleure solution au problème des projections destinées à la cartographie générale à échelles multiples sur le Web.

Issues of Change Detection in Animated Choropleth Maps

One primary utility of animated maps is their ability to depict change over time and space; unfortunately, recent research suggests that humans frequently fail to perceive changes within dynamic graphics. However, different types of dynamic graphics include different manifestations of change. For example, an animated proportional-symbol map possesses different change properties than an animated choropleth map. This article examines issues of change on animated choropleth maps. We identify relevant limitations of the human visual system that pertain to animated map reading, including change blindness and foveal versus peripheral attention, and introduce methods to quantify the magnitude of change that separates individual scenes within choropleth animations. These methods are useful for measuring and describing changes that confront users of animated choropleth maps. We also characterize the transitional behaviours of enumeration units and discuss the influences of data classification and other cartographic controls on change within animated choropleth maps.

The Effect of Global-Scale Map-Projection Knowledge on Perceived Land Area

The acquisition and conceptualization of spatial knowledge are important topics in human spatial cognition. At the global scale, maps are our primary graphic source of information; however, they distort the size and shape of geographic features. If a distorted reference is used and the reader assumes it to be accurate, it may inappropriately influence decision making and, possibly, the shape of our global-scale cognitive maps. This paper examines trends in perception of land area, using equal-area and non-equal-area references, as well as investigating how map-projection knowledge can influence interpretation of land area. Results from the land-area studies show that map readers attempted compensation for projection distortion only when using the Mercator projection as a reference, and only for certain regions displayed on the Mercator projection. For other reference materials there is no attempted compensation for perceived distortion, even when participants believe that the reference is distorting land ...

Cues for Interpreting Distortion in Map Projections.

Abstract The ability to recognize distortions of, for example, areas, angles, and landmass shapes in global-scale map projections, is an important part of critical map reading and use. This study investigates the cues used by individuals when they assess distortion on global-scale map projections. It was hypothesized that landmass shape would be a dominant cue used by individuals with no formal map projection training and that as projection knowledge increased the cues would become more systematic (e.g., use the graticule). Results indicate a tendency for novices to rely on landmass shape as a cue. Some evidence of a systematic evaluation of projections was also found.

Considerations in Design of Transition Behaviors for Dynamic Thematic Maps

Maps provide a means for visual communication of spatial information. The success of this communication process largely rests on the design and symbolization choices made by the cartographer. For static mapmaking we have seen substantial research in how our design decisions can influence the legibility of the map’s message, however, we have limited knowledge about how dynamic maps communicate most effectively. Commonly, dynamic maps communicate spatiotemporal information by 1) displaying known data at discrete points in time and 2) employing cartographic transitions that depict changes that occur between these points. Since these transitions are a part of the communication process, we investigate how three common principles of static map design (visual variables, level of measurement, and classed vs. unclassed data representations) relate to cartographic transitions and their abilities to congruently and coherently represent temporal change in dynamic phenomena. In this review we find that many principles for static map design are less than reliable in a dynamic environment; the principles of static map symbolization and design do not always appear to be effective or congruent graphical representations of change. Through the review it becomes apparent that we are in need of additional research in the communication effectiveness of dynamic thematic maps. We conclude by identifying several research areas that we believe are key to developing research-based best practices for communicating about dynamic geographic processes.